Fostering Student’s Engagement and Active Learning in Neuroscience Education
[EN] Neurophobia is a term coined to describe university students’ fear of neuroscience, which negatively affect learning. The implementation of new technologies in higher education, such as new response systems, provide an opportunity to improve neurosciences learning and teaching by engaging stude...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/149874 |
| Acceso en línea: | http://hdl.handle.net/10366/149874 |
| Access Level: | acceso abierto |
| Palabra clave: | Active learning Technology-based education Higher education Classroom response system 2490 Neurociencias 5312.04 Educación |
| Sumario: | [EN] Neurophobia is a term coined to describe university students’ fear of neuroscience, which negatively affect learning. The implementation of new technologies in higher education, such as new response systems, provide an opportunity to improve neurosciences learning and teaching by engaging students. However, most response systems rely on student devices such as clickers. The aim of this study is to illustrate the application of a new digital application for collection of real-time formative assessment data in higher education. Results of this study support the utility paper-based response cards to foster engagement and active learning in higher education, even with complex neuroscience topics, providing real-time formative assessment data without the need for student devices. |
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